Consequential Issues of Censoring Curriculum: Who Has the Right to Ban What's Read?
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ERIC Institute of Education Sciences
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| Main Authors: | , , , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2023
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| _version_ | 1867181426319818752 |
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| author | Johnson, Detra D. Roberts, LaSonja Wong, Lok-Sze Ebejer, Mary |
| author_facet | Johnson, Detra D. Roberts, LaSonja Wong, Lok-Sze Ebejer, Mary Johnson, Detra D. Roberts, LaSonja Wong, Lok-Sze Ebejer, Mary |
| collection | Education Resources Information Center |
| contents | Consequential Issues of Censoring Curriculum: Who Has the Right to Ban What's Read? Johnson, Detra D. Roberts, LaSonja Wong, Lok-Sze Ebejer, Mary Censorship Books Public Schools Middle Schools Suburban Schools Curriculum School Libraries Critical Race Theory Culturally Relevant Education Social Justice Stakeholders Instructional Leadership Ms. Sampson, a White eighth-grade teacher in a predominately White suburban school district in the southern United States, decided to include several books in her lesson plan. Selected books were from the school's library and had been previously approved by stakeholders as instructional resources for the district. One parent, a school board member, became enraged when he heard about the readings during a Parent Teacher Organization (PTO) back-from-spring-break celebration and contacted the district superintendent. A book was subsequently removed from the library and Ms. Sampson was placed on administrative leave without pay. This case centers on the critical race debate in public schools and how school leaders and other stakeholders address a teacher's decision to diversify curriculum and instructional resources amid stakeholder pushback. |
| format | Recurso educativo Open Access |
| id | eric_EJ1400299 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2023 |
| record_format | eric |
| spellingShingle | Consequential Issues of Censoring Curriculum: Who Has the Right to Ban What's Read? Johnson, Detra D. Roberts, LaSonja Wong, Lok-Sze Ebejer, Mary Censorship Books Public Schools Middle Schools Suburban Schools Curriculum School Libraries Critical Race Theory Culturally Relevant Education Social Justice Stakeholders Instructional Leadership Consequential Issues of Censoring Curriculum: Who Has the Right to Ban What's Read? Johnson, Detra D. Roberts, LaSonja Wong, Lok-Sze Ebejer, Mary Censorship Books Public Schools Middle Schools Suburban Schools Curriculum School Libraries Critical Race Theory Culturally Relevant Education Social Justice Stakeholders Instructional Leadership Ms. Sampson, a White eighth-grade teacher in a predominately White suburban school district in the southern United States, decided to include several books in her lesson plan. Selected books were from the school's library and had been previously approved by stakeholders as instructional resources for the district. One parent, a school board member, became enraged when he heard about the readings during a Parent Teacher Organization (PTO) back-from-spring-break celebration and contacted the district superintendent. A book was subsequently removed from the library and Ms. Sampson was placed on administrative leave without pay. This case centers on the critical race debate in public schools and how school leaders and other stakeholders address a teacher's decision to diversify curriculum and instructional resources amid stakeholder pushback. |
| title | Consequential Issues of Censoring Curriculum: Who Has the Right to Ban What's Read? |
| topic | Censorship Books Public Schools Middle Schools Suburban Schools Curriculum School Libraries Critical Race Theory Culturally Relevant Education Social Justice Stakeholders Instructional Leadership |
| url | https://eric.ed.gov/?id=EJ1400299 |